At several professional development sessions I attended this year, the speaker reminded us, “The person doing the talking is the one doing the learning.” This hits home for me because I am a constructivist at heart. It is one of my core beliefs that adolescents need social interaction in order to engage with the material and discovery to cement the learning. To that end, one of the instructional techniques I use nearly daily is that of Gradual Release of Responsibility (“I do, We do, You do” process), but I usually begin with the step: “You do together.” I find that the students are very motivated by the challenge of “figuring things out” and end up retaining the material better.
An example of how I use collaborative inquiry is with grammar, usage, and mechanics (G.U.M.) instruction. We are studying the characteristics of a personal narrative so today’s lesson was on dialogue punctuation rules. Rather than going through a book, worksheet, or power point, I had the students open up their choice reading books to a page with dialogue. Working as a group, they determined the rules of how to use commas, quotation marks, capital letters, paragraph breaks, and dialogue tags and wrote their responses in a chart. After they finished, we shared and they all added any missing information to their chart. Finally, I gave them the actual rules for punctuating dialogue and they determined which ones they had gotten correct (resulting in lots of cheering) and which ones they had overlooked. The culminating practice assignment was to write a properly punctuated conversation between themselves and another person (real or fantasy/positive or negative) with each person speaking at least three times. The feedback from the students was that the assignment was great fun and all were fully engaged in writing their conversations.
This same process works well with other topics such as capital letter or comma use, but I also use this technique for lessons beyond G.U.M.. For example, last week, I distributed a stack of eight brief memoir mentor texts to each group. Working together, they each read a couple and then attempted to determine the commonalities between the texts. I was pleasantly surprised at their rich discussion and the resulting list of qualities and characteristics of personal narratives they compiled. They hit the nail on the head and I didn’t have to lecture once. I am excited to read what they write as a result.
This is a great way to turn the classroom over to the students to learn and work. Then the teacher becomes the facilitator who adds missing information after the students have done all the thinking and working about the material. Love it!
This is a great idea. I like that you are having students involved in that kind of instruction. Teaching things like comma rules, agreement, etc. can be so dry otherwise. I’ve assigned students different topics for mini-lessons in the past, and that has been successful, too.